Users’ perspective analysis: usage, perception, and impact of informal learning spaces

  • The outbreak of the COVID-19 pandemic in 2020 has accelerated the development and use of information and communication technologies (ICT) for digitally supported teaching and learning activities outside of formal institutional learning spaces such as seminar rooms and lecture halls. Accordingly, the international and interdisciplinary research project “New Approaches for Inclusive and Informal Learning Spaces” (NIILS), analyzed changing user needs and stakeholder requirements for informal learning spaces (ILS) at universities. This synthesis report consolidates findings from Project Result 2 regarding the topic “Users’ Perspective Analysis: Usage, Perception, and Impact of Informal Learning Spaces”. The synthesis report is based on the datasets of the following five partner universities: University for Continuing Education Krems (Austria), HTW Berlin – University of Applied Sciences (Germany), Sapienza University of Rome (Italy), Mykolas Romeris University (Lithuania), and Akdeniz University (Turkey). The research design employed a mixed-methods approach, combining a quantitative student survey (N=1,037) and qualitative student and lecturer focus groups (N=66) in 2022. Quantitative results reveal disparities within the samples across the partner universities. However, there are profound similarities in the selection and use of ILS, their perceived availability and accessibility, and regarding the perceived obstacles to using ILS on campuses. Commonalities include the predominant occurrence of focused learning at home, while collaborative learning is distributed across various places on campuses. Hypotheses are confirmed universally: the better the availability and accessibility of ILS, the higher affective commitment, social integration, well-being, and campus satisfaction. Qualitative data emphasize the need for improved technological infrastructure and highlight significant organizational barriers that reduce ILS’ availability and accessibility. These barriers include lack of information and poor overview of ILS, locked or controlled access, and restrictive usage rules, which hinder the effective use of ILS. This highlights the necessity for enhanced communication and transparency about ILS. Virtual and hybrid learning tools were recognized as valuable extensions to physical spaces, promoting inclusivity and collaboration. Overall, the report underscores the importance of accessible, multifunctional ILS in fostering positive university experiences. It advocates for organizational and infrastructural enhancements to better support students’ diverse learning needs and improve the higher education environment.

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Metadaten
Author:Susanne Geister, Katja Ninnemann, Jennifer Schneidt
URN:urn:nbn:de:kobv:523-18709
Subtitle (English):Synthesis Report, Project Result 2
Document Type:Report
Language of publication:English
Publication Date:2024/07/16
Publishing Institution:Hochschule für Technik und Wirtschaft Berlin
Date of the Publication (Server):2024/07/16
Tag:Affective Commitment; Availability of Learning Spaces; Higher Education Environment
Hybrid Learning Spaces; Inclusive Learning Spaces; Informal Learning Spaces; Organizational Barriers; Social Integration
GND Keyword:Soziale IntegrationGND; LernumweltGND
Number of page:92
First Page:1
Last Page:92
Departments of HTW:Fachbereiche / FB2: Ingenieurwissenschaften II - Technik und Leben
Licence (German):Creative Commons - CC BY-NC-ND - Namensnennung - Nicht kommerziell - Keine Bearbeitungen 4.0 International
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